scholarly journals English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children

2021 ◽  
Vol 64 (3) ◽  
pp. 889-908
Author(s):  
◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Third Grade ◽  
Equation Modeling ◽  
Bilingual Children ◽  
Modeling Framework ◽  
Previous Evidence ◽  
English Reading ◽  
English Reading Comprehension

Purpose The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were 1administered in kindergarten, first, second, and third grade. Results Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion This study provides a comprehensive view of the language resources that Spanish–English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. Supplemental Material https://doi.org/10.23641/asha.14083373

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

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